Emotional intelligence in shaping junior athletes’ productive coping strategies

Background/Objectives: This study aimed to identify the structural relationship among social support, hope, stress, selfesteem and emotional intelligence for 240 students that attend rural small elementary schools in one city and two counties. Methods/Statistical Analysis: For analysis, frequency analysis, reliability analysis, correlation analysis, structural equation modeling and Sobel’s test were conducted. Findings: First, social support had a significant positive correlation with hope, self-esteem and emotional intelligence but had a negative correlation with stress. Stress did not have a significant positive correlation with empathy and emotional regulation, the subcategories of emotional intelligence, but had a negative correlation with emotional awareness and emotional utilization. Second, hope in the rural elementary school students had a positive influence on self-esteem and self-esteem had a significant positive influence on emotional intelligence. Stress had a negative influence on self-esteem, whereas it had a positive influence on emotional intelligence. Social support had a positive influence on self-esteem and emotional intelligence. Third, in the relationship between social support and emotional intelligence and between stress and emotional intelligence, there was an indirect effect from self-esteem. Application/ Improvement: This study will be used to increase emotional intelligence through self-esteem for elementary students. Keywords: Emotional Intelligence, Mediating Effect, Rural Elementary School Students, Self-Esteem, Social Support

Emotional Intelligence (EI) is a nebulous concept that permeates daily interpersonal communication. Despite prolific research into its benefits, EI subjective measurement is difficult, contributing to an enigmatic definition of its core constructs. However, neuroimaging research probing socioaffective brain mechanisms underlying putative EI constructs can add an objective perspective to existing models, thereby illuminating the nature of EI. Therefore, the primary aim of this dissertation is to identify brain networks underlying EI and examine how EI arises from the brain’s functional and structural neuroarchitecture. EI is first defined according to behavioral data, which suggests EI is made up of two core constructs: Empathy and Emotion Regulation (ER). The interaction of brain networks underlying Empathy and ER is then investigated using a novel neuroimaging analysis method: dynamic functional connectivity (dynFC). The results suggest efficient communication and (re)configuration between the CEN, DMN, SN underlie both ER and RME task dynamics, and that these temporal patterns relate to trait empathy and ER tendency. Given the demonstrated behavioral and neurobiological relationship between empathy and ER, our second aim is to examine each of these constructs individually through detailed experiments using a variety of neuroimaging methodologies. The dissertation concludes by proposing EI is an ability that arises from the effective, yet flexible communication between brain networks underlying Empathy and ER. The dissertation is divided into five chapters. Chapter I describes the foundational concept of EI as originally described by a variety of psychological figures and the lacuna that exists in terms of its neural correlates. Chapter II presents behavioral data that proposes EI is best predicted by Empathy and ER. Chapter III explores the dynamic relationship between brain networks underlying Empathy and ER, with the aim of elucidating their neurobiological associations, and investigate how such associations may combine to create EI. Chapter IV examines Empathy closely, by probing its neurobiological relationship to interoception and anxiety. Chapter V examines ER closely, by investigating whether gender plays a role in ER, and its neurobiological relationship to hormones. Chapter VI links the general findings from Chapters III, IV and V, and proposes an integrative neurocognitive EI model. The dissertation concludes by providing clinical and non-clinical applications for the model.

Purpose This study investigates how emotional intelligence (EI) moderates the relationship between abusive supervision and employee mental well-being. Specifically, it examines the individual contributions of four EI dimensions – self-emotion appraisal, other’s emotion appraisal, use of emotion and regulation of emotion – in buffering the negative impacts of abusive supervision. Design/methodology/approach Data were collected from 648 employees through a structured questionnaire. The measures included scales for abusive supervision, EI dimensions and mental well-being. The data were analyzed using structural equation modeling (SEM) in AMOS. Tests for common method variance and model fit indices confirmed the robustness of the findings. This research uses emotional contagion theory to frame its hypotheses and assess the buffering role of EI in workplace stress scenarios. Findings Abusive supervision negatively impacts employee mental well-being. However, two EI dimensions – use of emotion and regulation of emotion – significantly buffer this relationship, mitigating its adverse effects. Conversely, self-emotion appraisal and other’s emotion appraisal do not exhibit significant moderating effects. These findings highlight the critical role of strategic emotional regulation and utilization in fostering resilience, particularly in high-stress, abusive supervisory contexts. Practical implications Organizations should incorporate EI training programs focusing on regulation and use of emotion to enhance employee resilience to abusive supervision. Such programs can be integrated into leadership development and employee well-being initiatives. By fostering emotionally intelligent work environments, organizations can mitigate the negative impact of abusive leadership, reduce stress-related mental health issues and promote overall organizational productivity and well-being. Originality/value This study extends existing EI research by differentiating the effects of its four dimensions in moderating the relationship between abusive supervision and mental well-being. It highlights the nuanced role of EI in non-Western workplace settings, providing a cultural and contextual perspective often missing in prior studies. The findings underscore the importance of developing targeted EI skills as resilience mechanisms against toxic leadership behaviors.

Introduction. Educational organizations today operate in conditions of high social and psychological tension caused by the need to adapt to the war of the Russian Federation against Ukraine while implementing innovative changes in education to meet the European educational standards. This requires educational institution heads to use productive coping strategies to deal with stressful situations faced in managing educational organizations. Aim: to develop and test a training program "Psychology of Training Heads of Educational Organizations in Using Productive Coping Strategies" Methods: social and psychological training methods and techniques. Results. The training program "Psychology of Training Heads of Educational Organizations in Using Productive Coping Strategies" was developed and tested. The program included five training sessions: "Occupational stress and its main causes in educational organizations", "The role of stress management in preventing and overcoming of occupational stress", "Basic coping strategies used by heads of educational organizations", "Meso-level organizational and psychological factors in educational organization heads' choosing coping strategies", "Micro-level organizational and psychological factors in educational organization heads' choosing coping strategies". Each training session consisted of three blocks: informational, diagnostic, and developmental, which used special interactive techniques. A significant role was played by home analytical tasks aimed at developing trainees' understanding of their coping-related issues in their individual management activities and in the work of management teams. The program was intended for 54 academic hours. Conclusions. The test application of the training program "Psychology of Training Heads of Educational Organizations in Using Productive Coping Strategies" showed its effectiveness, which allows recommending it for using in training heads of secondary education institutions in effective coping.

The pandemic resulting from the coronavirus disease (COVID-19) has entailed social and psychological consequences for the Spanish population, with children with autism spectrum disorder (ASD) being particularly vulnerable due to their genetic characteristics. The present study focuses on the efforts of parents of children with autism spectrum disorder to improve their situation during the pandemic. In particular, the objective is to identify promoting variables (subjective well-being, positive mental health, social support, humour, cognitive reappraisal, and self-esteem) and sociodemographic variables that predict resilience, marking positive coping with this adverse situation. Furthermore, the study conceptually explores the potential role of emotional intelligence in resilience-building processes. We hypothesised that higher scores in these promoting variables would predict greater resilience, with emotional intelligence potentially serving as an underlying framework. The methodology employed in this study is as follows: A cross-sectional predictive study was conducted on a sample of 799 parents using an online questionnaire administered during the social confinement resulting from the SARS-CoV-2 pandemic. The information analysed is based on data provided by the parents. Statistical methods included Student's t-tests, Pearson's correlations, and stepwise multivariate regression analysis to identify predictors of resilience. The results of the study are presented below. Significant resilience scores and resilience prediction were identified in participants based on positive mental health, emotion regulation, sense of humour, social support, age, and employment status (self-employed). Relations with emotional intelligence were identified, particularly in the domains of emotion regulation, cognitive reappraisal, and positive mental health. Discussion: The necessity of an intervention that prioritises the empowerment of resilience in the target population is substantiated. Practical implications suggest leveraging emotional intelligence strategies to enhance resilience in this population. This study highlights the importance the aforementioned variables, in addition to potential strategies for enhancing the sociodemographic circumstances of the families.

The objective of this study was to explore how age, gender, and emotional intelligence impact emotion regulation in adolescents participating in cyberbullying. A cross-sectional study was conducted in January 2023, involving 108 teenagers selected through purposive sampling. Data, gathered through a demographic questionnaire, Revised Cyberbullying Inventory II, and an emotional intelligence questionnaire, were analyzed using descriptive and multiple regression methods. The findings revealed that age, gender, and emotional intelligence collectively influence situation modification, accounting for a 2.52% impact (p-value=0.024). Emotional intelligence demonstrated effects on both situation modification and attentional deployment in individuals playing the roles of victims and perpetrators (p-value=0.018). In the case of adolescents acting as perpetrators, age, gender, and emotional intelligence collectively exhibited significant influence on attention deployment, contributing to a 9.83% impact (p-value=0.01). For adolescents who abstain from participating, the modulation response is simultaneously affected by age, gender, and emotional intelligence (p-value<0.001), resulting in a 4.44% influence. Notably, age, gender, and emotional intelligence were identified as factors influencing emotion regulation at various stages, depending on whether adolescents played the roles of victims, victims-perpetrators, or perpetrators. it is recommended that mental health nurses implement tailored emotion regulation interventions for adolescents involved in cyberbullying.

The brain has multiple functions, and its structures are very closely related to one another. Thus, the brain areas associated with stress, emotion, and intelligence are closely connected. The purpose of this study was to investigate the multiple associations between stress and emotional intelligence (EI), between EI and intelligence quotient (IQ), between cytokines and stress, and between cytokines and IQ. We measured the stress, EI, cognitive intelligence using IQ, and cytokine levels of 70 healthy subjects. We also analyzed the association of cytokines with IQ according to hemispheric dominance using the brain preference indicator (BPI). We found significant negative correlations between stress and the components of EI, such as emotional awareness and expression, emotional thinking, and emotional regulation. High levels of anger, which is a component of stress, were significantly related to poor emotional regulation. Additionally, emotional application was positively correlated with full-scale IQ scores and scores on the vocabulary, picture arrangement, and block design subtests of the IQ test. High IL-10 levels were significantly associated with low stress levels only in the right-brain-dominant group. High IL-10 and IFN-gamma levels have been associated with high scores of arithmetic intelligence. TNF-alpha and IL-6 were negatively associated with vocabulary scores and full-scale IQ, but IL-10 and IFN-gamma were positively associated with scores on the arithmetic subtest in left-brain-dominant subjects. On the other hand, IL-10 showed positive correlations with scores for vocabulary and for vocabulary and arithmetic in right-brain-dominant subjects. Furthermore, we found significant linear regression models which can show integrative associations and contribution on emotional and cognitive intelligence. Thus, we demonstrated that cytokines, stress, and emotional and cognitive intelligence are closely connected one another related to brain structure and functions. Also, the pro-inflammatory cytokines TNF-alpha and IL-6 had negative effects, whereas the anti-inflammatory cytokines (e.g., IL-10 and IFN-gamma) showed beneficial effects, on stress levels, and multiple dimensions of emotional and cognitive intelligence. Additionally, these relationships among cytokines, stress, and emotional and cognitive intelligence differed depending on right and left hemispheric dominance.

본 연구에서는 항공사 객실승무원을 대상으로 감성지능이 고객지향성에 미치는 영향을 파악해 보고자 하였다. 또한 승무원의 감성지능과 고객지향성의 관계에 있어 사회적 지원의 조절효과를 살펴봄으로써 감성지능 연구의 이론적 실무적 시사점을 제공하고자 하였다. 현재 운항중인 두 대형항공사의 객실승무원을 대상으로 자료를 수집하였으며 분석결과는 아래와 같다. 편의표본추출을 통해 233부의 설문지를 항공사 승무원을 대상으로 회수하였으며, 결측치가 있는 자료를 제외하고 214부를 활용하였다. SPSS 18.0을 통해 자료 분석을 실시하였으며 분석결과는 아래와 같다. 첫째, 감성지능은 이론적 고찰을 통해 자기감정인식, 타인감정인식, 감정조절, 감정활용의 하위요인으로 구분하였으며 그 중 자기감정인식을 제외한 모든 요인이 고객지향성에 유의한 정(+)의 영향을 미치는 것으로 나타났다. 둘째, 감성지능과 고객지향성의 관계에 있어 동료지원은 조절효과가 있는 것으로 나타났다. 셋째, 상사지원과 조직지원은 감성지능과 고객지향성의 관계에 있어 부분적으로 조절효과가 있는 것으로 나타났다. 이러한 연구 자료를 활용하여 팀워크를 강화할 수 있는 교육프로그램을 마련하고, 동료들 간의 관계를 돈독히 할 수 있는 프로그램을 제도적으로 마련하여 지원해주는 것이 필요하다. The principal objective of this study is to examine the relationship between the emotional intelligence and customer orientation in airline service context. Moreover, this study was designed to test the moderating effect of social support to provide fundamental and practical data for airline industry. In this study, 2 hypotheses based on literature reviews were employed. A questionnaire was also developed based on previous studies. A convenience sample of 233 flight attendants was surveyed and a total of 214 usable questionnaires were analyzed. Then the data and hypotheses were examined using multiple regression analysis using SPSS 18.0. The results are as follows. Firstly, emotional intelligence was divided into 'self-emotional appraisal', 'other's emotional appraisal', 'regulation of emotion' and 'use of emotion' according to the literature review. Analysis showed that emotional intelligence has partial effect on customer orientation accordingly. Secondly, social support has partial moderating effects between emotional intelligence and customer orientation. Continuous and systematic training program which build up team work should be conducted to administer 'emotional intelligence'.

Emotional Intelligence (EI) is associated with adolescent wellbeing, and associations between EI and problem behaviours (internalising and externalising) are also emerging. The incremental validity of EI over wellbeing as a predictor of problem behaviours has received less attention but may offer a more nuanced understanding of the contribution of emotional factors that give rise to problem behaviours. We hypothesised that EI would be predictive of positive wellbeing and negatively related to psychological distress and further that lower emotional awareness and regulation were expected to predict internalising and externalising behaviours. In a sample of 422 adolescents, we conducted linear regressions to examine the relationship between EI scores and subjective wellbeing, eudaimonic wellbeing, and psychological distress. As expected, higher emotional awareness, expression and regulation predicted subjective and eudaimonic wellbeing and was inversely predictive of psychological distress. Hierarchical linear regressions examined if EI and measures of wellbeing and psychological distress predicted problem behaviours while considering differences in gender. Externalising behaviours were predicted by subjective wellbeing and psychological distress, emotional regulation, and gender, while internalising behaviours were predicted by subjective wellbeing and psychological distress, emotional awareness, and emotional regulation. Findings emphasised the relative importance of effective emotional regulation in relation to adolescent wellbeing, psychological distress, and problem behaviours which may have implications for targeted development of EI.

The objective of this work is to study the quality of working life associated to psychosocial factors and risks, burnout syndrome and emotional intelligence, as well as being able to detect predictors of the said syndrome. The sample consisted of 311 professionals working in direct contact with an intellectual disability from 15 associations of Extremadura (Spain). The Spanish version of the CESQT questionnaire was administered to evaluate burnout syndrome, the Wong & Law Emotional Intelligence Scale (WLEIS) was used to evaluate emotional intelligence, while the UNIPSICO Battery was used to evaluate the psychosocial factors of demands (work–family conflict and psychosomatic problems) and resources, such as social support and work satisfaction. The results indicate average values of burnout, revealing that work satisfaction, emotional intelligence, and social support are related to burnout syndrome. In addition, there are also positive correlations between psychosomatic symptoms and work–family conflict. Satisfaction at work, social support, and emotional intelligence (intrapersonal and interpersonal perception, use and regulation of emotions) predict burnout syndrome. What is more, the psychosomatic symptoms and work–family conflict explain, respectively, 17% and 17.9% of their variance. Thus, there is a need to develop intervention programs that encourage social support and the conciliation of family life, as well as training skills related to emotional intelligence, such as communication and conflict resolution.

This study was conducted to know the significance influence of the big five personality (extraversion, agreeableness, conscientiousness, openness, neuroticism) and coping stress (confrontive coping, distancing, self-control, social support accepting responsibility, escape avoidance, planful problem solving, positive reappraisal) towards emotional intelligence. Participants in this study are medical students of State and Private Universities in Jakarta who are undergoing pra-clinic / Co- Assistant period from the 8th to 11th semester and taken by snowball sampling technique. The CFA technique (Confirmatory Factor Analysis) was used to test the validity of the measuring instrument and multiple regression analysis was used to test the research hypothesis. The results showed that the big five personality variable and coping stress had a significant influence towards emotional intelligence. A large proportion of the variance of emotional intelligence that is explained by all independent variables of 63.5%, while the remaining 36.5% are influenced by other variables outside this research. There are six variables that have significant effect on emotional intelligence which is agreeableness, openness, self control, social support, planful problem solving, positive reappraisal. Meanwhile, the variables of extraversion, consciencetiousness, neurotiscm, confrontive coping, distancing, accepting responsibility, escape avoidance, has no significant effect on emotional intelligence. Researcher suggest that all medical faculty creates emotional intelligence as an additional course so they can understand and practice how to control their emotions properly. DOI: 10.15408/tazkiya.v22i2.8410

This study analyzes the relationship between emotional intelligence (EI) profiles and the use of artificial intelligence (AI) among university students, considering its use as an academic, informational, and emotional support resource. It also explores whether there are statistically significant differences between the identified EI profiles and the purposes for which AI is used. Finally, it examines the association between EI and AI use. A total of 352 students from the University of Alicante participated (184 women, 168 men; mean age = 21.4, SD = 2.3). EI was assessed using the TMMS-24 scale (Attention, Clarity, and Emotional Repair). To evaluate AI use, a 12-item ad hoc questionnaire was developed and validated, comprising three dimensions: educational support, informational support, and emotional support. Cluster analysis identified three EI profiles: (1) high and balanced EI, with high scores across all three dimensions; (2) regulatory EI, characterized by moderate attention and high emotional understanding and regulation; (3) repair-deficit EI, showing difficulties in emotional regulation despite moderate perception and understanding. ANCOVA analyses assessed differences between profiles, showing that students with high and balanced EI perceived greater usefulness of AI for educational and informational support, as well as greater emotional support benefits, compared to other profiles. Finally, positive correlations were found between EI and AI use across all three types of support. These findings suggest that EI influences AI use in differentiated ways, highlighting its role as a facilitator of learning, information management, and emotional well-being in higher education.

Teachers' emotional intelligence (EI) and emotion regulation (ER), as protective factors against stressful situations, play active roles in promoting teachers' well-being and sense of teaching self-efficacy. However, few studies have touched on the linkage between these two variables, which, to some extent, has hindered the in-depth exploration of their functions in teachers' professional development. To address this gap, the current study examined the EI and ER of 474 junior high school English as foreign language (EFL) teachers in China via a questionnaire and semi-structured interviews. With the aid of SPSS 26.0, the data collected through the questionnaire were coded, computed, and analysed. Both descriptive and inferential statistics were used to report the levels of EFL teachers' EI and ER and the correlation between them. The semi-structured interviews were recorded and transcribed, and the data were subsequently analysed. The results indicate a positive correlation between EFL teachers' EI and ER. The detailed statistics display that all dimensions of EI were positively and significantly correlated with all dimensions of ER. The results further explain the relationship between teachers' EI and ER in an EFL context. Practical implications are put forward concerning the development of EI and ER competencies.

The research focuses on the importance of transversal education in higher education, with a particular emphasis on emotional competencies and emotional intelligence in Veterinary Medicine and Nursing students in Chile, aligning with current educational policies and accreditation standards. The objective was to analyze levels of emotional competencies and emotional intelligence, as well as their correlations. A quantitative approach was adopted using instruments such as the Adult Emotional Competencies Inventory (ICEA) and the TMMS-24 Emotional Intelligence Scale, applied to a sample of n=969 students. The results revealed significant strengths in areas such as emotional autonomy and social competencies, alongside areas for improvement in emotional awareness and emotional regulation, highlighting significant correlations between emotional competencies and key components of emotional intelligence. The strong relationship between emotional competence (CE) and clarity (CLAR) indicates that higher emotional understanding is linked to better management of emotional states. Additionally, positive correlations between emotional competence, attention (ATE), and repair (REP) suggest that individuals with higher emotional competence also exhibit better emotional regulation and repair abilities. These findings underscore the importance of integrating emotional competencies into university curricula, as their development can positively impact overall emotional intelligence. The study highlights the value of educational practices focused on emotional skills, promoting a transversal, gradual, sequential, and evaluated formative trajectory within educational programs, with specific strategies designed to enhance emotional awareness and regulation

Emotional intelligence (EI) is a promising concept in our understanding of emotional regulation, related behaviors and pathologies. However, research linking EI to underlying physiological and biological structure and responses is meager. This study explored potential associations of EI with electro-dermal activity (EDA) responses to emotionally arousing visual stimuli. It was hypothesized that higher levels of EI will associate with more efficient emotional regulation as reflected by EDA. Eighty-four healthy participants were exposed to stimuli consisting of a series of 12 images designed to evoke positive or negative emotional responses, presented in a counterbalanced order. A self-report questionnaire and a computer based test of EI were administered along with a demographic questionnaire. EDA measures were taken during the exposure to the above stimuli using BIOPACK MP150. EI test scores (Beta=.35, .32; p<.001) and age (Beta=-.24, -.31; p<.03) associated with EDA delta (stimulus response-baseline) scores, while the self-report measure of EI and other demographics (e.g., gender. ethnicity) did not show any associations with the outcome measures. The results support the relevance of the concept to our understanding of emotional responses and regulation. The findings are briefly discussed within the context of underlying mechanisms of EI as well as measure validity and relevance.